MICROTEACHING AS A METHODOLOGICAL APPROACH TO THE FORMATION OF CRITICAL THINKING COMPETENCE IN FOREIGN LANGUAGE LEARNING
DOI:
https://doi.org/10.5281/Keywords:
microteaching, critical thinking, teaching foreign languages, reflective practice, teacher training, metacognition, feedback, professional competence.Abstract
The modernization of foreign language education requires new approaches that develop not only linguistic competence but also the higher-order thinking skills of future teachers. One of the most effective pedagogical technologies for achieving this objective is microteaching which provides opportunities for reflective practice, collaborative learning and continuous professional development. The article deals with the methodological bases of formation of competence of critical thinking by means of microteaching in training of future teachers of English. It claims that the use of (interactive, constructivist, metacognitive and reflective) techniques in microteaching creates a fertile environment for the development of analytical reasoning, evidence-based decision-making, self-assessment and pedagogical reflection. The study also discusses international experiences and highlights relevance of this approach for improving teacher education in Uzbekistan.
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